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Developing Core Questions

The document outlines the steps and materials for an inquiry-based learning activity on language competencies for an 8th grade English class. It includes the names of 4 group members and 3 steps: 1) Identifying relevant language competencies from the curriculum guide, 2) Choosing competencies suited for inquiry-based learning and determining the type of inquiry, 3) Developing core questions about the competencies for learners. A table shows competencies and types of inquiry identified for the activity.

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Lady Diane Manlisis (Lady)
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447 views

Developing Core Questions

The document outlines the steps and materials for an inquiry-based learning activity on language competencies for an 8th grade English class. It includes the names of 4 group members and 3 steps: 1) Identifying relevant language competencies from the curriculum guide, 2) Choosing competencies suited for inquiry-based learning and determining the type of inquiry, 3) Developing core questions about the competencies for learners. A table shows competencies and types of inquiry identified for the activity.

Uploaded by

Lady Diane Manlisis (Lady)
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Group Members:

Cabajar, Mark Joseph


Manlisis, Lady Diane
Yabes, Lea
Morillo, Shela
Galoso, Clarissa Claire

Technology for Teaching and Learning 2


Step 1: Reading Curriculum Guide in English or Filipino Subject
Identify a grade level from the K to 12 Curriculum and read the Curriculum Guide foe
English or Filipino of this level. Focus your reading on the different language competencies
of every language lesson.
Step 2: Identify Language Competency for IBL
Find learning competencies in the chosen Curriculum Guide that are suited for an IBL.
Determine the type of inquiry that you will be using. Note them down on the table
provided.
Subject: English
Grade Level: Grade 8
LANGUAGE LEARNING COMPETENCIES TYPES OF INQUIRY
Recognize prosodic features, stress, intonation and pause serving as Guided inquiry
carriers of meaning that may aid or interfere in the delivery of the
message in stories and informative texts
Note prosodic features (stress, intonation, pause) and rate of speech Free inquiry
as carriers of meaning.
Recognize changes in meaning signeted by stress intonation and Guided inquiry
pauses
Listen to the point of speaker emphasizes as designated by Controlled inquiry
contrastive sentence stress determine how stress, intonation,
phrasing, pacing, tone and non-verbal cues, serve as carriers of
meaning that may aid or interfere in the message of the text listened
to
Employ projective listening strategies with longer stories Free inquiry
Listen to determine conflicting information aired over the radio and Free inquiry
television
Employ appropriate listening skills when listening to description Free inquiry
and long narrative text
Determine the persons being addressed in an informative talk, the Guided inquiry
objectives of the speaker and his/her attitude on the issues
Process speech delivered at different rate by making inferences Controlled inquiry
from what was listened to
Express appreciation for text orally interpreted noting harmony, Free inquiry
unison and rhythm

Step 3: Develop Core Questions


Create core question/s about the competencies that learners might be asked to answer.
Subject: English
Grade Level: Grade 8
Language Learning Competencies Core Questions
1 Show understanding of simple phrases, What is the most challenging thing about
spoken slowly with frequent repetitions learning a new language?
in the language to be How do you overcome language learning
acquired in day-to-day listening difficulties?
occasions:
 Conversations
 Telephone calls
 Religious leaders'
sermons/homilies/preaching
 Formal and informal discussions
of people on the streets, market
place, etc.
 Radio and television programs
 Radio and television ads
 Radio and television interviews
2 Show understanding of phrases Do you provide direct instruction of
containing familiar vocabulary in vocabulary words for a specific text? ...
different contexts in the language Do you use expose students to new vocabulary
being acquired. items regularly and in different contexts? ...
Do you choose the words you will teach
carefully?
3 Show understanding of conversations How important is the role of vocabulary in
containing some familiar and unfamiliar language acquisition?
vocabulary in the How do you introduce unfamiliar vocabulary?
language being acquired. Why do we need a well-developed vocabulary
during communication discuss the ways to
enrich vocabulary?
4 Show understanding of most What are the issues that you face in acquiring
conversations in the language being the language?
acquired (not necessarily all the What is the most challenging thing about
details if the subject is unfamiliar). learning a new language?
How do you overcome language learning
difficulties?
5 Listen in order to recount accurately How can we communicate effectively in
specific details of informative oral English?
messages:
 Conversations
 Formal and informal discussions
 Telephone calls
 Religious leader’s
sermons/homilies/preaching
 Announcements
 Radio and television ads
6 Show understanding of oral messages: How can you improve your oral
 meant to inform, e.g., radio and communication skills?
TV programs, ads, newscasts; How can we communicate effectively in
 meant to entertain, e.g., talk English?
shows, soap opera, movies; and
 meant to give directions (Do-it-
yourself-materials):
o games
o recipes
o projects
7 Show understanding and appreciation of How can you make a conversation successful
conversation containing some familiar using verbal and non-verbal communication?
and unfamiliar In what ways can nonverbal behavior help
vocabulary by: manage conversations or improve persuasion?
 keeping eyes focused on the
speaker, and 7
 Responding to what the speaker
says and does through verbal and
non-verbal cues.
8 Show understanding of information from What are the different types of media that can
different oral sources: be used as a source of information?
 Newscast, Why do you think we need to know the
 Radio broadcast different sources of information?
 Weather forecast
9 Interpret verbal or nonverbal cues in How do you interpret nonverbal cues more
conversation or oral presentations such accurately?
as tone of voice, facial Why is it important to learn how do you read
expression or body language nonverbal cues?
10 Interpret properly auditory signals for How do you interpret properly auditory
warnings or ―survival‖ messages. signals for warnings?
 Ringing of church bells, etc.
 Fire alarm
 Typhoon signals.

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